Choosing Communication Modes for Your C-I Course
A practical guide for aligning modes with learning goals, disciplinary norms, and your teaching style
By now you’re probably interested in embedding communication skills training in your course, but how do you begin? As we shared in a previous post about multimodal communication, teaching and practicing at least two modes of communication deepen learning. We often hear from faculty that they are doing all modes. It isn’t surprising that you might be asking students to practice or even document their learning using multiple modes. You may be asking students to write, speak, draw/create with visuals, and use technology in your course. However, in C-I courses we do more than just practice the communication—faculty teach the communication skills. And because you have so much content to cover already, it’s important to dedicate teaching time to the communication modes that are most connected with your learning outcomes. So which mode or modes—written, spoken, visual, or technological—should you choose?
There’s no one-size-fits-all answer. But if you start with your learning outcomes and step into the backward design process, the right combination often reveals itself.
Start with Your Learning Outcomes
Before you choose your modes, zoom out: What do you want students to learn—and do—by the end of your course?
If you’re applying backward design, your priority student learning outcomes (SLOs) should guide your decision-making. Ask yourself:
What kind of communication will help students achieve this outcome?
For example:
If your outcome involves synthesis of complex research, it is possible that writing may be the best communication mode.
If it’s about persuading stakeholders or presenting a design, spoken or visual modes might come into play.
If it involves digital tools or media production, technological communication may be necessary.
Questions to Help You Choose Your Modes
Once your SLOs are clear, use these prompts to help select the best two modes for your course:
1. Which modes are most commonly used in your discipline?
Think about real-world communication in your field. What kinds of communication do professionals rely on? For example, if you teach biology, are students writing lab reports and delivering research posters? Or maybe you teach education, and students need to write lesson plans and reports that present data on student learning. When choosing communication mode(s), start where your discipline lives.
2. Which modes aren’t taught elsewhere, but are crucial for student success?
Sometimes, students need to develop communication skills that aren’t emphasized in general education, but are vital for success in the field. Maybe students in your major never get a chance to work with data visualization. Or maybe they never practice formal speaking. Your course might be the only chance they have to build those skills before graduation.
3. Which modes fit your own teaching style?
As you choose your modes, don’t leave out your own approach and expertise. Leaning into your own strengths isn’t a bad thing—it’s strategic. In which communication modes are you especially strong? What do you feel comfortable teaching? For example, you might be excellent at coaching student writing, or you find that you are really passionate about presentation skills. Maybe you have a new interest in digital storytelling and you would like to explore and learn more about it with your students. Consider how you might play to your strengths and scaffold in areas that align with your enthusiasm and comfort zone.
4. Which modes naturally work well together in your course?
If you are reaching for two modes of communication in your class, think a bit about how the modes might work together. Sometimes, there is natural overlap. For example, many courses have some version of a written report/paper and presentation as a way to present research. There may be others that go together as well. Such as:
Visual + Technological: Create infographics, data dashboards, or design prototypes.
Speaking + Visual: Deliver a pitch or teach a concept using slides.
Writing + Technological: Code documentation, web-based reports, or digital portfolios.
If a pair of modes overlaps in your assignments or feels cohesive in your teaching plan, that’s a good sign.
Bonus: Think Beyond “Balanced” Use
If you are incorporating teaching about two modes, remember that C-I teaching doesn’t mean students must use both modes equally in every assignment. Again, given the limited time you have in your course, it is important to think strategically about when and how you embed communication skill teaching. In C-I teaching, we like to focus on a balanced approach. For example, while there might not be exact equal time devoted to each mode, students practice both modes multiple times across the semester. Not only do they practice, but they receive feedback and opportunities to revise in each mode. The critical component of C-I is that communication training and practice are embedded intentionally in the service of learning and not just tacked on or something that students do independently.
Tools & Tips
Still unsure? Try this exercise:
Write down 2–3 major assignments or projects in your course.
Note what kind of communication those assignments involve.
Highlight which modes show up repeatedly.
Ask yourself: What’s missing? What’s most meaningful for student growth?
Final Thought
Choosing communication modes for your C-I course is more than a checkbox—it’s a design decision that shapes how students think, connect, and grow. Let your learning outcomes lead the way, and choose modes that align with your discipline, your students’ future, and your own passion as a teacher.
The “right” combination of modes is the one that brings your course to life—for you and for your students.
Your turn: What’s worked for you?
What modes have you used in your C-I course? What surprised you? Drop a comment or hit reply—we’d love to hear how you made the decision.
Students should "communicate" with one to two peers using two of three learning modalities.